Notice

After you watched the demonstration lesson in the YouTube and interview
your resource teacher now described, what you observed and experienced by
answering the items below:
1. Describe how the objectives of the lesson are being stated? Is it stated in the
behavioural form? Are the objectives of the lessons measurable?

- The objectives of the lesson plan I recently watched was stated through
behavioral form, and the lessons is measurable because everyone
participated the 3 domains has been aligned also in the said
demonstration.

2. How would you know that the lessons are achieved at the end?

- You will know if the lessons are achieved though evaluating the students,
first is knowledge: when they can recall and can recite in oral recitation.
Second is the application: where the learner applies what they have
learned to real situations.

3. Can you describe the alignment of the basic components of the lesson plan?

- It should be start with goals, objectives and standard for your lesson plan,
in that way you can achieve the fully achieve the total learning of the
students.

4. Are the Most Essential Learning Competencies delivered during the

demonstration lesson with the use of Distance Learning Mode? How?

- I think the ELC is delivered during the demonstration, because you can
base it in the objectives. In the objectives you will align first the need of
student and how you will address so that they can learn and apply in real
life situation.
 5. What are some difficulties of teachers encountered in preparation of materials
for Flexible or Distance Learning?
- For me the difficulties of teacher may encountered in preparing the
materials is the communication, limited materials and lack of teacher
guidance.

Analyze

1. What component of the plan those work well during the demonstration
lesson? What part of the lesson not effectively demonstrated by the teacher?

- Overall, he/she effectively demonstrated the lesson especially where

he/she presenting the lesson, he/she uses creative visual aids during
his/her presentation.

2. What part can be improved?

- The part where can be improved, maybe in the planning or the approach.

3. What would you have done differently, if you will be teaching using the same
content?

- Maybe, I have done more than what he done to his lesson or content. It’s
because I think I have more new exciting ideas and better approach.

4. What components of the lesson that I should change?

- The planning and preparation, because if you know that your lesson plan
is excite them then you must improve more your lesson plan.

5. What will make it better next time?

- By improving the lesson plan and the approach or strategies to students.

6. What Learning Delivery Mode can you suggest appropriate with pandemic
situation?
- I think, the best thing we can do in this pandemic is still online classes
through video conference such as Google meet, zoom etc.,

7. Can you identify some factors that affect in preparation of instructional

materials for Flexible Learning?
 - lack of materials availability. Elaborating. -involves structuring the
information it a way that the pupils can understand it. Directions, goals,
and key concepts are made apparent. The content is summarized both
internally and at the end.

Reflect

1. How ready am I in organizing my lesson and using my written plan in teaching

and learning process?

- A lesson plan, which is by no means extensive, gives you a rough

description of your teaching goals, learning objectives, and ways to
achieve them. To be honest no one’s ready for anything but one thing is
for sure I am ready to face everything.

2. What do will I need to learn in order to align all components of the lesson
plan?

- Making sure that the lesson plan's goals, objectives, and standards are all
linked to the same concepts is crucial because they help to direct the
direction of my lesson plan.

3. What learning delivery mode should I use in this pandemic situation?

- In a more interactive context, such as an online course, students learn. It

is better to work on modules in a group in a classroom setting where
participation is expected.

4. What suggestions could I made to my resource with regards to preparation of

instructional materials for Flexible Learning?

- There are many ways for example, by helping the students in problem-solving
also build collaborative partnerships with students.
Notice
After you attended the orientation protocols of classes in the learning
modality employed by your cooperating school and observing a video
recording of home-based learning routine now described, what you observed
and experienced by answering the items below:

1. Describe what modalities they employed as part of flexible learning

delivery system? Do you think these modalities can help deliver the most
essential learning competencies?

- In order to execute flexible learning methodologies, they use a variety of

learning modalities, including printed modules, audiotapes, videotapes,
CDs, storage devices, etc. In places with limited or no internet
connectivity, they might also use television or radio broadcasting networks.

2. Based on the protocols of classes you observe, do you think that learners
can follow the directions given by the cooperating school? Are directors
clearly stated where parents and learner can follow? (E.g. submission of
modules, schedule of on-line classes, etc.)

- I think the learners can follow the directions given by the school, because
in printed modules the directions are clearly stated and even the parents
can understand the directions. Especially in the school protocols.

3. In video recording of home-based learning, what did you notice? Is there

difficulty on the part of the teacher in recording his/her video lesson? Are
the instructional technology used by the teacher appropriate to the lesson?
Did she base her/his teaching in the Most Essential Learning
Competencies (MELCs)?

As a prospective teacher, I occasionally have trouble speaking when

delivering my lesson because I experience a mental block. As I can see in
his or her presentation, there are some technical issues when it comes to
capturing himself or herself because the camera's exposure isn't set
correctly, which makes the audience uneasy. Due of this, the learner is
unable to concentrate on understanding the lesson.
 Analyze

1. What modalities employed by the cooperating school can work well in a

particular learner’s situation? Do you think on-line learning is best
suited on learners with a given geographical condition?

- With online learning, both the teacher and the student can choose their
own speed for learning, and there's also the extra flexibility of creating a
schedule that works for everyone. There is no need to give anything up
because adopting an online educational platform enables a better mix
between work and studies. Using activities such as debates, group work,
projects, case studies, role play, and student presentation help students
acquire the skills other than academic knowledge and make lessons more
interesting.

2. What learning modalities should be adopted otherwise? Why?

- a method of delivering education in which students and teachers interact

when they are separated by distance during instruction. There are three
variations of this modality: TV/radio-based instruction, online distance
learning, and modular distance learning. That’s the best modalities we can
offer in these times of pandemic.

3. In video recording for home-based learning, is it advantageous to the

students on remote places? What do you think? State your answer?

- Early studies show that the Covid-19 pandemic drove forced remote
learning pushed students back months, often as much as half of what they
would have learned in a physical classroom. That is why, many of the
students now in face-to-face classes has no learning, some of them are
rude disrespectful due to the effect of pandemic parent has no control in
that time maybe they’re busy on finding job to earn money to have
something to serve in the table.
Reflect

1. How importance to follow and observe the protocols of classes employed by

my cooperating school?

- They guarantee that laws and regulations are followed, provide advice for
decision-making. They protect students' academic experience from
disturbances and offences while ensuring their physical and mental safety.
It should not feel restrictive to follow rules of behavior; rather, it should feel
enlightening. However, if your pupils don't follow the policies and
procedures, your school won't benefit from having them.

2. What help could I offer to my resource teacher in video recordings of home-

based learning?

- The best I can offer for my Resource Teacher is to help him/her about the
technicalities in Camera recording or tricks on how to improve more the
quality of his/her recording.

3. What suggestion could I make to my resource teacher with regards to video

recordings for home-based learning?

- I can suggest to him/her is to find a place where he/she is comfortable ang

buy equipment to improve his/her video recording.
Notice
After you assisted your resource teacher in compiling instructional materials from
open educational resources now describe, what you observed and experienced by
answering the items below

1. Is the information gathered and compiled relevant to the content standards of

the K to 12 curriculums? How would you determine if the information is
relevant

- I would say that the gathered compiled instructional materials are a

standard of the k-12 curriculums. I can determine or identify that the
information is relevant specifically in each content be taught and learned
during k-12.

2. Is there alignment of the compile information from print and non print
materials with Most Essential Learning Competencies and Subject Matter?
Can you notice the alignment? Explain.

- As a means of preparing pupils for succeeding grade levels and,

ultimately, lifelong learning, essential learning competencies are those that
are regarded indispensable by the students.

3. Is the information from the print and non-print materials related to the lesson,
contextualized to the needs of the students and aligned with the Most
Essential Learning Competencies? Discuss.

- Contextualized instruction, as the term suggests, refers to teaching

students the subject in a context, i.e., combining the concepts into relevant
activities and a situation that makes sense to the students, in order to
improve their understanding and make the content more accessible. It
helps teachers and students grasp concepts by linking and presenting a
lesson in the context of the prevalent local environment, culture, and
resources. As a result, lessons are becoming more applicable, relevant,
and customized.
Analyze

1. Why there should be alignment of information from print and non print
materials with the lesson and Most Essential Learning Competencies?
Explain.

- Students learn more when the course's components are clearly aligned
since it makes it easier for them to see how everything fits together.
Practice with feedback: Students require several chances to put the
knowledge and abilities they are learning into practice, as well as timely
feedback. The development of competencies is essential for giving
students the knowledge, skills, and attitudes they will require to
successfully navigate their individual learning, living, and working journeys.
When confronted with new or difficult situations, students apply their
competencies and grow in them.

2. Do you think that the open educational resources (OER) are of big help in
lesson development during pandemic situation? Why?

- Where there are glaring knowledge gaps in textbooks and lectures, OERs
can be used as a complement. improvement to the normal course
material. For instance, multimedia content like videos can be used in
conjunction with text. Information presented in a variety of formats could
make it easier for pupils to understand what is being taught. OER
resources have the potential to significantly lower the cost of course
materials for both teachers and undergraduate students.
Reflect
1. To what extent that the Open Educational Resources can help in
lesson/module development?

- OER can be controlled in a way that commercial textbooks cannot. Your

academic and professional autonomy are made possible through OER.
You don't have to base your lessons on what a for-profit publisher offers;
you can modify the content to meet your students' needs and your learning
objectives.

2. With knowledge in educational technology, what help could I offer to my

resource teacher in the development of lesson/ module?

- Teaching with technology gives teachers more resources to help students.

Technology offers teachers a variety of tools in addition to materials like
textbooks and worksheets to aid pupils in comprehending the subject
matter better.

3. With the available instructional materials, you accomplish the worksheet

below and reflect:
Item no. Categories Comments and
suggestion
1. Title or the Topic N/A

2. Layout It is important to have a

nice and detailed layout
so that the student may
see it clearly.
3. Content The content should be
aligned with the
objectives.
4. Learning Activity It is very important to
Worksheet have activity and
worksheets to apply the
knowledge learn from
discussion
5. Learning Methods Learning methods
through module and
online discussion.

1. What title topic can you suggest or recommend?

2. What can you suggest with the lay out, does it need more colours? Not
black and white only?
3. Is the content relevant to the lesson? What can you suggest? Is there a
need to improve the grammatical sentences?
 4. Are the learning activity sheets enough already with the given objectives?
Or there will be more activity sheets in the module.

Notice
After you assisted and participated your resource teacher in delivering her daily
classroom routine, now described what you observed and experienced by answering
the items below:
1. What teaching strategies used by your resource teacher in delivering class
activities? What did you notice in her way of teaching? Did she use
cooperative and collaborative learning? Are these methods still suited to FLOs
(Flexible Learning Options)? Explain.

- My resource teacher uses the methods that suites the FLOs such as
Modular Distance Learning and Online Learning.

2. How would she/he manage the classroom activities in spite of pandemic

situation? Explain.

- You cannot really execute f2f classroom activities since it’s pandemic, the
method my CT use is she made the group work as individual work.

Analyze
1. Did you fine OER and DepEd common useful in designing daily classroom
activities? Why?

- Well, frankly speaking OER and DepEd Commons contribute a lot in the
name of teacher it is in the lesson or activities already spoon feed to you.
All you need to is to review and teach.

2. Is the daily lesson prepared by your resource teacher aligned with the
Most Essential Learning Competencies (MELCs) of the DepEd? Cite some
examples of alignment.

- Students advance upon achieving mastery. Competencies include explicit,

measurable, transferable learning objectives that empower students.
Assessment is meaningful and a positive learning experience for students.
Students receive timely, differentiated support based on their individual
learning needs.
Reflect
1. Is there a need to improve her/his classroom activities?

- Yes, there’s always room for improvement.

2. With my knowledge in principles of teaching, what help could I offer to my

resource teacher in designing a daily classroom activity?

- A little help will ease their burden, for example by making the classroom
activity.

3. With the actual conduct of teaching-learning process, you accomplish the

worksheet below and reflect:
-

Directions: Just write Evident or Not Evident in the 3 rd column

Item Categories Remarks
no.
1 The class session demonstrates clear signs of planning Evident
and organization, and follows a logical flow
2 Instructional materials for this class are age appropriate, Evident
ad-free, easily accessible, free of errors and broken
hyperlinks
3 Where relevant, instructional materials include Evident
instructions for parent/home implementation and support
4 Teacher introduces the learning goals for the class Evident
session, which are visible to participants
5 Universal Design for Learning (UDL) and accessibility Evident
issues are addressed in the materials and delivery of this
session, including: sight, colour-blindness, mobility,
hearing, cognition, translation, and technical- (visuals, info
graphics, use of text features, graphics, accessible text,
enlargement of type, use of audio podcasts or narrated
slideshows)
6 Materials are made available to help students who Evident
cannot be online or have a technical difficulty (e.g. a
recording of a live class is given after class for viewing;
materials for performing offline are made available)
7 Materials used in the session comply with copyright and Evident
fair use standards.
8 If co-taught (with co-teacher or cooperating teacher), Evident
evidence of co-planning, shared rules and policies for
online delivery are evident in shared time presenting, use
of breakout room, and task design.
TIME MANAGEMENT Evident
9 The class session starts and ends on time Evident
10 Teacher leaves time for questions, discussion/and or Evident
 summarizing the session
11 Teacher maximizes in-class time, using active learning or Evident
applications.
12 Teacher clearly indicates time limits for all student Evident
activities, using a time-based agenda, visual and auditory
prompts
13 Teacher able to troubleshoot typical software and Evident
hardware problems so as to not lose instructional time
14 Teacher has prepared technology relevant to the lesson Evident
and gathered needed links before the start of class
LEARNING ENVIRONMENTS Evident
15 Teacher reviews “netiquette” and expectation for Evident
engagement and behaviour
16 Teacher creates opportunities for interaction between Evident
students (breakout rooms, use of chat, collaborative
Google docs)
17 It is evident that teacher is present, proactive, and Evident
engaged(if webcam on, is clearly visible and facing
camera, keeps an eye contact or Q & A, monitors waiting
room, turns on/off mute as needed, has disabled
distractions)
18 Teacher utilizes and controls webcam/ audio features to Evident
optimize interactions
19 Teacher checks for responsiveness (demonstrated Evident
through polls, body language, nods, simple checks or
emojis , “thumbs up” to signal affirmation)
20 Teacher provides calming exercises or opportunities to Evident
feel similar to his/her school routine (stretches, provides a
virtual “rug” area, uses familiar routines, refers to special
connections that learners have at school)
21 Teacher uses names, and makes references to connect Evident
learners’ interests, family traditions, home languages and
cultures, values or special pets, relatives, etc. as part of
the learning experience
STUDENT ENGAGEMENT Evident
22 Teacher uses active-learning exercises in balance with Evident
teacher-led presentation in appropriate relation to
students’ ages and the nature of the lesson
23 Before sending students to active learning tasks (group Evident
work, paired discussions, polling, team problem-solving,
in-class writing), instructor provides explicit modelling and
instructions (e.g. rationale, duration, product)
24 Teacher monitors and manages active-learning exercises Evident
25 Students engage in active learning tasks that are goal Evident
oriented, focused, project-based and inquiry-oriented
26 Teacher utilizes appropriate tools and materials to Evident
motivate learners (interactive or competitive games,
music, video)
27 Teacher utilizes UDL principles and multiple means of Evident
 engagement through choice projects, interactive games
or apps (voicethread, flipgrid or narrated PowerPoint or
low-tech engagement tools such as flashcards)
28 Draws non-participating students into activities/discussion Evident
and prevents specific students from dominating
activities/discussion
ASSESSMENT AND FEEDBACK Evident
29 Teacher provides class generalized constructive and Evident
encouraging feedback on how to improve their
comprehension on performance in class
30 Attends respectfully to student comprehension or Evident
puzzlement
31 Evidence of reinforcement (such as a point chart, a clip- Evident
up chart, token economy or certificate , positive points )
appropriate to remote or online contexts
32 Utilizes different types of assessments that are suitable Evident
for distance learning environment and provide
immediate feedback
33 Teacher assesses students both informally and formally Evident
within the online or remote classroom through use of
games, quizzes, online tests, etc.
34 Teacher seeks feedback from students on lesson and on Evident
ease of online technology and accessibility of course
Notice
After you assisted and participated your resource teacher in delivering her
daily lesson, now described, what you observed and experienced by answering the
items below:
1. What type of assessment methods/tools she/he used to assess the learning
outcomes? Are the alignment of the assessment tools and the learning
outcomes? Explain.
- Of course, she uses Formative and Summative Assessments.

2. What did you notice with the assessment tools she used in the class, are the
assessment tools appropriate to the learning delivery mode (LDM) employed?
Discuss.
- Yes, the assessment tools she uses are appropriate.
Analyze
1. Can you identify the different types of assessment method used by the
resource teacher? What are those assessment tools? Do you think these
assessment tools can measure the intended learning outcomes? Why?

- the tools help in evaluating and assessing student learning and can offer
alternative ways to evaluate pupils besides the conventional exam.
Grading rubrics, Canvas Assignments, plagiarism checkers, peer and self-
assessments, surveys, and in-class polls are just a few of the tools that
are available.
Reflect

1. Is there a need to improve her/his assessment methods/procedures?

Why?
- There’s always room for improvement, because every day is a learning
process and every day the world change.

2. With my knowledge in assessment of learning, what help could I offer to

my resource teacher in developing assessment tools for a particular
outcome?
- By making the quizzes or exam more creative and enjoying, so that the
student will be motivated to learn and to answer as well.

3. With the actual conduct of assessment procedures, you accomplish the

worksheet below and reflect:

Documenting and Assessing Student Progress

Worksheet 1 (FS Student Interview Guides to Teachers)
1. What are the procedures you follow to correct different types of student
work (i.e. Test, projects, etc.)?
- Test paper, Quizzes

2. What are the methods you use to record student progress (e.g.
gradebook, anecdotal notes, progress charts, etc.)?
- Gradebook

3. What is time –saving tips you have discovered for correcting student’s
activities in the learning module, video presentation/performance
uploaded or recording information?
- By setting time limit, so that there’s no time has been abused.

4. What is your school’s policy for grading and maintaining student records?
Permanent records folders? Subject-related progress chart?

Worksheet 2 (For FS Student to Accomplish)

1. How do you score student’s paper, projects and written assignments? Are
there certain procedures to follow? Explain.
- When I score students paper works, assignment or project, it’s either I use
Rubrics to score or to record or I will depend on what my CT ask to do.
 2. When scoring written assignments or student projects using a holistic
rubric, how do you set criteria? What do you look for? How is it different
from traditional scoring of written assignments and student progress?
- List the criteria. Begin by making a list of all the criteria, qualities, or
dimensions related with the work. Make descriptions of the criteria. Keep
criteria explanations short, simple, and in a logical order for students to
follow as they work on the job. Determine the performance level of the
adjectives.

3. How do you assess cooperative learning projects? Should these be

assessed?

4. How do you assess experiential projects, performances, outcome-based

learning or enrichment work?

5. How can a variety of assessment strategies co-exist in different types of

learning spaces (modular approach, on-line learning, home-based
learning, etc.)? What do students need to know before a teacher use
various assessment strategies?

6. Are portfolio assessment used in Distance or Flexible Learning? How is it

different from Traditional Assessment? What are the advantages of
portfolio assessment? Do you think portfolio assessment is very much
useful during pandemic situation? Why?
Notice
After you assisted and participated your resource teacher and the practice teacher in
facilitating learning with the LDM of the partner school, now described, what you
observed and experienced by answering the items below:
1. What type of Learning Delivery Mode employed by the student in his/her final
demonstration teaching? What did you notice? Is it appropriate with the type
of learners that he/she is teaching? Discuss.
- The type of LDM my CT uses during the demonstration, is Online Distance
Learning by that at-least most of the students were participated during the
demonstration, and the teaching is appropriate.

2. What did you notice with the lesson preparation? Did she follow the written
plan in his/her teaching? Are the basic components of the lesson plan
delivered? Are the learning outcomes aligned with assessment procedures?
Explain.
- As I notice during the final demonstration of my CT, I noticed that the
objectives and overall content of the lesson was aligned during the
Demonstration

3. Does the practice teacher demonstrate in depth knowledge of the subject-

matter? Does she able to relate lesson to real life situation? Explain.
- Yes, he/she demonstrate the depth knowledge of the said subject and be
able to relate to real life situation.
 Analyze
1. Can you identify the different parts of the lesson plan? What are those
parts? Do you think the written plan can guide the student teacher in
his/her teaching? Why?

- A good lesson plan should include the following 5 components; lesson

topic, class objectives, procedure, time management, and student
practice.

Reflect
1. Is there need to improve her/his teaching
methods/strategies/approaches? Why?
- There’s always room for improvement since learning never stop.

2. With my knowledge in principles of teaching, what help could I offer to

the practice teacher in delivering a lesson?
-
3. With the actual conduct of Final Demonstration Teaching, you
accomplish the worksheet below and reflect:

Observing a Practice Teacher Final Demonstration Teaching

Worksheet 1- Accomplishing a Pre-Service Teacher’s Actual Teaching Checklist
 Observed Not observed Remarks
1. TEACHER’S PERSONALITY
The Teacher is
Neat and well groomed
Free from mannerism that tend to
disturb the student’s attention
Shoes dynamism and enthusiasm
Has well-modulated voice
II. LESSON PLANNING
Lesson plan is well prepared
There is congruence between
Objective and subject matter
Objective and teaching procedure
Objective and formative test
Objective and assignment
III. CONTENT
Demonstrate in depth knowledge of the
subject matter
Able to relate lessons to actual life
situations
Keeps abreast of new ideas and
understanding in the field
Gives sufficient and concrete examples to
create meaningful learning experiences
IV. QUESTIONING SKILLS
Probing for learners’ understanding
Helping students to articulate their ideas
and thinking process
Promote risk-taking and problem solving
Facilitate factual recall
Encouraging convergent and divergent
thinking
Stimulate curiosity
Help students to ask question
Name of Practice Teacher: John Errol L. Dayag
Subject Taught/Grade Level: 3
School: Kiokmay Elementary School
Date: December 05, 2022
Learning Delivery Mode (LDM):
Comments/Suggestions:

Evaluated by:

Date:
CERTIFICATE
OF

COMPLETION
 TABLE OF CONTENTS

LIFI vision, mission, goals

LIFI school background

Reflection

Daily Time Record (DTR)

Documentation

Certificate of Completion

Comment Sections

Learning Module for Field Study 1 & 2

Episode 1
My Observation of Class
Episode 2
My Class Routines
Episode 3
My Preparation of Instructional Materials
Episode 4
My Class Activities
Episode 5
My Assessment Practice
Episode 6
My Demonstration Teaching
Episode 7
My Preparation of School Forms
Episode 8
My Networking and Linkages
 Lesson Plan in Science
I. Objectives
At the end of the discussion the students be able to:
a. Describe mixture
b. Identify the kinds of mixtures
c. Describe homogenous mixtures
II. Subject Matter
a. Topic: Identify the kind of mixtures
b. Reference: Science 6 quarter 1
c. Materials: laptop, smart tv etc.
III. Procedures
A. Activity
1. Drill:
 Let the st3udents do an energizer dance.
2. Review:
 Do you know how to prepare lemonade?
 You can make lemonade by adding sugar and freshly
squeezed calamansi juice to water. The ratio of the
amount sugar and calamansi juice may vary
depending on your taste.
 Lemonade is a mixture. Do you know that there are
kinds of mixtures?
 Today you will be assigned to perform an activity in
identifying mixtures.
3. Motivation:
 Name three mixtures you can see in the illustration
 The teacher will show pictures
B. Analysis
 Present to the class the lesson about Describing Mixtures through
audio-visual presentation.
 Give further explanation about the Describing Mixtures thru
graph:
C. Abstraction
Directions: Complete the paragraph below.
I learned that..
Mixtures are the combination of TWO OR MORE substances that can be
homogenous or heterogeneous. Homogeneous mixtures are UNIFORM
mixtures, while heterogeneous mixture is NON-UNIFORM mixtures.
D. Application
Directions: Combine two or more substances to form a mixture. List down your
combinations in the table below.
IV. Evaluation
Direction: Complete the diagram
V. Assignment:
Directions: Read and answer the following.
1. Calamansi juice is composed of calamansi extract, water, and sugar. Is
Calamansi juice a homogeneous or a heterogenous mixture? Explain
your answer.
2. What type of mixture will you form when you mix different candies in
a container? Can you still recognize the components of the mixture?

Prepared by:
John Errol L. Dayag
Student-Teacher
Checked and observed by:
Roseielyn G. Memoracion
OIC (Teacher In-charge)
COMMENT